ABSTRACT
BHB - Bonding High Expectations and Belief in Success

 

Diane E. Haggis, Ed.D

The workshop presentation discusses the BHB Theory (Haggis, 2011) which was based on an empirical case study that examined teachers’ perceptions of what they do in their educational settings to create a positive learning environment for troubled youth in their classrooms. Research - including this study - indicates a need for transformational change in the way teachers interact with students in education programs designed for at risk youth.
Traditionally, approaches to working with troubled youth have been punitive in design. Research indicates that this approach is counter productive and that teachers have the opportunity to build capacity for success with at risk youth through the use of peers; building social competencies; role modeling; relationship building; setting high expectations and fostering student strengths. Understanding what effective teachers working with troubled youth do to create a positive learning environment in their classrooms is critical for indentifying factors that influence positive outcome for students in such programs.
The descriptive case study described utilized a mixed methods approach. All teachers within the residential school at each of two sites of the study were invited to answer survey questions based on the components of the BHB conceptual framework which guided the study. Teachers were chosen for the interview and Philosophy of Teaching Statement portion of the study using three specific criteria: Principal recommendation based on daily observation of exemplary teaching practices, the teacher survey answers which reflected this study’s conceptual framework, and nomination as a school district Teacher of the Year candidate or other peer recognition program within the last five years.
Data analysis revealed that there was significant consensus among the teacher participants about factors perceived as powerfully influential in creating a positive learning environment for students. Consistent with prior research, these factors included providing a classroom atmosphere that supports positive peer interactions, high expectations for student success, promoting students taking responsibility for their own actions, relationship building and creating an environment of trust and respect.
Recommendations for practice and future research are offered.